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PAPERS ON 


Calisthenic, Gymnastic and Military Exercises, 

AND 

PHYSICAL EDUCATION. 


Selected feom BARNARD’S AMERICAN JOURNAL OF EDUCATION. 


Number One. 

Physical and Military Exercises in Public Schools, 

By Major E. L. Molineux. 


A 

Foe Bale by J. B. LIPPINCOTT & Co., Philadelphia. 

E. r. Dutton & Co., Boston. ...... . F. C. Brownell, New York. 

Pr ioe 15 Cents 

q/ 

/ ^ V. 










LC Control Number 



2008 461866 


PHYSICAL EDUCATION. 


J. B. Lippincott & Co., Philadelphia, will issue a series of 
Papers, edited by Henry Barnard, LL. D., on Calistiienic, Gym¬ 
nastic and Military Exercises, and Physical Education gen¬ 
erally, in Schools public and private. 

The following list embraces a portion of the subjects which will 
be discussed, but not the order in which they will be issued. 

I. Thoughts on Physical Culture by various Authors, an¬ 

cient and modern. 

II. Health Movements for Home and Primary Schools. 

III. Calisthenic Exercises for Girls. 

IV. Gymnastic Exercises for Boys. 

V. The Industrial Element in Schools. 

VI. The Military Element in Education, and the History 
and Place of Military Schools, in a System of Public 
Instruction. 

VII. Military Exercises and Discipline in Schools, not 
specially Military. 

VIII. Account of Juvenile Schools not specially Military, 
in which Military Discipline and Drill are introduced. 

IX. The Military System, Cadet Corps and Target Shoot¬ 
ing in Switzerland. 

X. Manual for Cadet Corps in Schools. 

XL Military Gymnastics as practiced in France and 
Prussia. 

XII. The French and English Schools of Musketry. 
- oo - 

Number I., Physical and Military Exercises in Public Schools. By 
Major E. L. Molineux. Now ready. Price 15 cts. 


Philadelphia , March, 1862 . 



















PREFACE 


The following article was prepared by its author, for insertion in the American 
Journal of Education for December, 1861 . As its publication was unavoidably 
postponed, it is issued in its present form as the first of a series of papers on the 
best modes of Physical Education, and particulary on the introduction of Military 
Drill and discipline into public schools of different grades. There is much of 
the highest educational value in the military element, including in that term all 
that is peculiar in studies, exercises, and discipline, designed for the training of 
officers and soldiers for military service. While much of the training would be 
out of place in elementary schools public or private, and especially the severe sci¬ 
entific studies, and their practical application to the details of the Art of War, 
which must be provided for young men of somewhat matured minds and peculiar 
bent of genius, in schools especially equipped for the purpose —there is much in 
the ordinary drill and discipline of a military school, which is highly favorable to 
the successful management of schools not professedly military, and the physical, 
mental, and moral development of pupils, not destined to military service, beyond 
the demands which the state may make on every able bodied citizen. But we do 
not advocate this drill and discipline as a substitute for the pastimes of children, or 
an antidote to hard study, which we have long ago ceased to think very common in 
any class of schools, or the cause to any appreciable extent of the physical deteri¬ 
oration of the American race. We do not believe in the existence of this deteri¬ 
oration to the extent alleged—and where it does exist, its cause must be sought 
in constitutional tendencies and infirmities, the sad inheritance of parental or an¬ 
cestral violations of nature’s laws, and in the most palpable neglect of the sim¬ 
plest rules of temperance in food, drink, and action; or in the practice of some 
open or secret vice. The neglected ventilation of the home, the school or the 
shop, badly prepared and unnutritious food taken in a hurried way, unsufficient or 
unrecreating, or untimely exercise, the criminal follies of dress, the want of com. 
mon sense and professional knowledge in teachers, and of suitable care and 
thoughtful oversight of their children by parents in their eager pursuit of wealth 
and distinction, will account, sufficiently for the physical deterioration of our 
people, so far as it exists, without charging it to the account of hard study in boys 
or girls. Our demand is for much harder study, and more of it—but only from 
pupils who can bear it, and then and at all times, with suitable alternations of sub¬ 
jects, and relieved by large and frequent infusion of play—downright old-fashion¬ 
ed sports—as well as more systematic calisthenic, gymnastic, and military exercises. 


* 



2 


PREFACE. 


Let us have the right sort of teaching and enough of it—both direct and indirect, 
in example and in inculcation—unconscious and designed, a kind of teaching 
which shall give us not only full-grown, well developed men and women prepared 
physically for all the exigencies of peace or war, but for the possession and exer¬ 
cise of the gentle and kindly sympathies, for the power of regulating the habits 
and business of life, so as to extract the greatest amount of comfort out of any 
situation, for the refining enjoyment of the beautiful in nature and art, and the 
still more ennobling perception of moral beauty and virtue, and the daily practice 
of obedience, veneration, temperance, and patriotism—of duty to God and man, 
to our country and the world. ^ 

As an intimation of our own views of the necessities of military education, and 
t he extent of the discussion to which we propose to subject it in the pages of the 
American Journal of Education, we introduce the following preparatory remarks 
and announcements. 

H. B., 

Editor of American Journal of Education. 

Hartford, Conn., 

January, 18G2. 


MILITARY SCHOOLS AND EDUCATION. 


An account of tlie Military and Naval Schools of different countries, with 
special reference to the extension and improvement, among ourselves, of simi¬ 
lar institutions and agencies, both national and state, for the special training of 
officers and men for the exigencies of w r ar, was promised by the Editor in 
his original announcement of “ The American Journal and Library of Education.” 
Believing that the best preparation for professional and official service of any kind, 
either of peace or war, is to be made in the thorough culture of all manly quali- * 
ties, and that all special schools should rest on the basis, and rise naturally out 
of a general system of education for the whole community, we devoted our first 
efforts to the fullest exposition of the best principles and methods of elementary 
instruction, and to improvements in the organization, teaching, and discipline of 
schools, of different grades, but all designed to give a proportionate culture of all 
the faculties. We have from time to time introduced the subject of Scientific 
Schools—or of institutions in which the principles of mathematics, mechanics, 
physics, and chemistry are thoroughly mastered, and their applications to the 
more common as well as higher arts of construction, machinery, manufactures, 
and agriculture, are experimentally taught. In this kind of instruction must 
we look for the special training of our engineers, both civil and military ; and 
schools of this kind established in every state, should turn out every year a 
certain number of candidates of suitable age to compete freely in open examina¬ 
tions for admission to a great National School, like the Polytechnic at Paris, or 
the purely scientific course of the Military Academy at West Point, and then after 
two years of severe study, and having been found qualified by repeated examina¬ 
tions, semi-annual and final, by a board composed, not of honorary visitors, but 
of experts in each science, should pass to schools of application or training for 
the special service for which they have a natural aptitude and particular prepara¬ 
tion. 

The terrible realities of our present situation as a people—the fact that within 
a period of twelve months a million of able bodied men have been summoned to 
arms from the peaceful occupations of the office, the shop, and the field, and are 
now in hostile array, or in actual conflict, within the limits of the United States, 
and the no less alarming aspect of the future, arising not only from the delicate 
position of our own relations with foreign governments, but from the armed in¬ 
terference of the great Military Powers of Europe in the internal affairs of a 
neighboring republic, have brought up the subject of Military Schools, and 
Military Education, for consideration and action with an urgency which admits 
of no delay. Something must and will be done at once. And in reply to numer¬ 
ous letters for information and suggestions, and to enable those who are urging 
the National, State or Municipal authorities to provide additional facilities for 
military instruction, or w'ho may propose to establish schools, or engraft on existing 
schools exercises for this purpose,—to profit by the experience of our own and 
other countries, in the work of training officers and men for the Art of War, 
we shall bring together into a single volume, “ Papers on Military Education ,” 
which it was our intention to publish in successive numbers of the New Series 
of the “ American Journal of Education .” 



MILITARY SCHOOLS AND EDUCATION. 


This volume, as will be seen by the Contents, presents a most comprehensive 
survey of the Institutions and Courses of Instruction, which the chief nations of 
Europe have matured from their own experience, and the study of each other’s 
improvements, to perfect their officers for every department of military and naval 
service which the exigences of modern warfare require, and at the same time, 
furnishes valuable hints for the final organization of our entire military estab¬ 
lishments, both national and state. 

We shall publish in the Part devoted to the United States, an account of the 
Military Academy at West Point, the Naval Academy at Newport, and other In¬ 
stitutions and Agencies,—State, Associated, and Individual, for Military instruc¬ 
tion, now in existence in this country, together with several communications and 
suggestions which we have received in advocacy of Military Drill and Gymnastic 
exercises in Schools. We do not object to a moderate amount of this Drill and 
these exercises, properly regulated as to time and amount, and given by competent 
teachers. There is much of great practical value in the military element, in re¬ 
spect both to physical training, and moral and mental discipline. But we do 
not believe in the physical degeneracy, or the lack of military aptitude and spirit 
of the American people—at least to the extent asserted to exist by many writers 
on the subject. And we do not believe that any amount of juvenile military drill, 
any organization of cadet-corps, any amount of rifle or musket practice, or target 
shooting, valuable as these are, will be an adequate substitute for the severe sci¬ 
entific study, or the special training which a well organized system of military 
institutions provides for the training of officers both for the army and navy. 

Our old and abiding reliance for industrial progress, social well being, internal 
peace, and security from foreign aggression rests on:— 

I. The better Elementary education of the whole people—through better homes 
and better schools—through homes, such as Christianity establishes and recog¬ 
nizes, and schools, common because cheap enough for the poorest, and good 
enough for the best,—made better by a more intelligent public conviction of their 
necessity, and a more general knowledge among adults of the most direct modes 
of effecting their improvement, and by the joint action of more intelligent 
pai'ents, better qualified teachers, and more faithful school officers. This first 
great point must be secured by the more vigorous prosecution of all the agen¬ 
cies and measures now employed for the advancement of public schools, and a 
more general appreciation of the enormous amount of stolid ignorance and half 
education, or mis-education which now prevails, even in states where the most 
attention has been paid to popular education. 

II. The establishment of a System of Public High Schools in every state—far 
more complete than exists at this time, based on the system of Elementary 
Schools, into which candidates shall gain admission only after having been found 
qualified in certain studies by an open examination. The studies of this class 
of schools should be preparatory both in literature and science for what is now 
the College Course, and for what is now also the requirements in mathematics in 
the Second Year’s Course at the Military Academy at West Point. 

III. A system of Special Schools, either in connection with existing Colleges, 
or on an independent basis, in which the principles of science shall be taught 
with special reference to their applications to the Arts of Peace and War. Fore¬ 
most in this class should stand a National School of Science, organized and con¬ 
ducted on the plan of the Polytechnic School of France, and preparatory to Special 
Military and Naval Schools. 

IV. The Appointment to vacancies, in all higher Public Schools, either among 
teachers or pupils, and in all departments of the Public Service by Open 
Competitive Examination. To a diffusion of a knowledge of what has been done, 
is doing, oris proposed to be done in reference to these great points, the New 
Series of “ The American Journal of Education ,” will be devoted. 


MIL IT A RY EDUCATION. 


Military Education; An account of Institutions for Military Education in 
France, Prussia, Austria, Russia, Sardinia, Sweden, Switzerland, England, and 
the United States. In a Series of Papers prepared for the “American Journal 
of Education." Edited by Henry Barnard, LL. D. Philadelphia: J. B. Lip- 
pincott&Co. 1862. Part One, France and Prussia. 400 pages. Price $2.50. 


CONTENTS. 

Page. 

Introduction,. 3 

Military Schools and Military Education,.5 

I. FRANCE. 

Outline of Military System,.9 

System of Military Instruction,.10 

I. Polytechnic School at Paris,.11 

1. Subject and Methods of Instruction prescribed for Admission, . 13 

2. Modifications of Scientific Course in Lycees and other Preparatory 

Schools in reference to,.49 

3. History, Management, Studies, Examinations,.55 

4. Public Services, Legal and Military, provided for by, . ... 88 

5. Programmes of Lectures and Courses of Instruction, .... 91 

II. The Artillery and Engineer School of Application at Metz, .... 133 

III. The Regimental Schools of Practice for Artillery and Engineers, . . 221 

IV. The Infantry and Cavalry School at St. Cyr,.225 

V. The Cavalry School of Practice at Saumur,.241 

VI. The Staff School at Paris,.245 

VII. The Military Orphan School at La Fleche,.257 

VIII. The School of Musketry at Vincennes,.259 

IX. The Military and Naval Schools of Medicine and Pharmacy, . . . 261 

X. The Naval School at Brest,.263 

XI. The Military Gymnastic School at Vincennes,.265 

Remarks on French Military Education,.271 

II. PRUSSIA. 

Outline of Military System and Military Education,.275 

I. Outline of Military System,.281 

II. Historical View of Military Education,.284 

III. Present System of Military Education and Promotion,.293 

IV. Examinations ; General and Professional for a Commission, .... 297 

1. Preliminary or Ensign’s Examinations,.297 

2. Officers’ Examination,.302 

V. Military Schools preparatory to the Officers’ Examination, .... 310 

1. The Cadet Schools, or Cadet Houses,.310 

Junior Cadet House,.312 

Senior Cadet House,.312 

2. The Division Schools,.321 

3. The United Artillery and Engineers’ School,.325 

VI. The School for Staff Officers at Berlin, .330 

VII. Elementary Military Schools for Non-commissioned Officers, . . . 329 

1. Military Orphan Houses,.339 

Orphan House at Potsdam,.340 

Orphan House at Annaburg,.345 

2. The School Division or Non-commissioned Officers’ School, . . 348 

3. Regimental Schools,.350 

4. The Noble-School at Liegnitz,.350 

VIII. Remarks on the System of Military Education in Prussia, .... 351 

Appendix,.351 

The Artillery and Engineer School at Berlin,.353 



































MILITARY EDUCATION. 


[Military Education. Part Second, will be issued in Jone.] 

III. AUSTRIA. PAGE - 

Outline of Military System,. 

System of Military Education,. 

I. The Military Academies,. 

1. The Infantry and Cavalry Academy at Wiener Neustadt, . 

2. The Artillery Academy at Olmutz,. 

3. The Engineers’ Academy at Znaim,. 

II. Higher Course for the Artillery and Engineers,. 

1. Senior Department for Officers both of Artillery and Engi¬ 

neers at Znaim,. 

2. The War or Staff School at Vienna,. 

III. The Cadet Institutions,. 

IV. School Companies for Non-commissioned Officers,. 

1. Artillery School Companies, . . _. 

2. Infantry School Companies,..." . 

3. Flotilla School Companies,. 

V. The Military Houses of Education,. . 

1. Upper House at Ruttenberg,. 

2. Lower House at Presburg,... 

VI. Training School for Military Teachers at Wiener Neustadt, . . 

VII. Bureau of the Geographical Engineers,. 

VIII. Regimental Schools,. 

Remarks on Military Education in Austria,. 

IV. RUSSIA. 

Outline of Military System,. 

System of Military Instruction,. 

V. SARDINIA. 

Outline of Military System,. 

System of Military Education,. 

VI. SWEDEN. 

Outline of Military System,. 

System of Military Instruction,.. . . 

VII. SWITZERLAND. 

Outline of Military System,. 

System of Military Instruction,. 

VIII. ENGLAND. 

Outline of Military System, .. 

System of Military Education,. 

IX. UNITED STATES. 

Outline of Military System,. 

Institutions for Military Education; National; State; Individual, . . . 

I. National Institutions .. 

1. The United States Military Academy at West Point,. 

Historical view of the Origin and Development of the Institution, 

Age and Conditions of Admission; Course of Studies; Exam¬ 
ination, . 

2. The United States Naval Academy at Newport,. 

Origin; Terms of Admission; Course of Study,. 

II. State Institutions ..*. 

1. Virginia; Military Institute at Lexington,. 

2. South Carolina; Arsenal Academy at Columbia,. 

“ “ Citadel Academy at Charleston,. 

3. Kentucky ; Military Institute at Frankfort,. 

III. Individual and Incorporated Enterprises .. 

1. Captain Alden Partridge,. 

Literary, Scientific and Military Academy at Norwich, Vt., 

Do., at Middletown, Ct., . . . . . .*.. . 

2. Other Schools,. 

IV. Military Drill in Public and Private Schools .. 

The Collegiate and Commercial Institute at New Haven, Ct., . . 

The Rectory School at Hamden, Ct.,. 

Nashville University,. 

Public High School for Boys at Baltimore,. 

General Remarks on Military Education in the United States, .... 















































POLYTECHNIC SCHOOL OF FRANCE. 


The Polytechnic School of France: Its History, Conditions of Admission, 
Management, Subjects and Methods of Instruction, and Discipline. 130 pages. 
Philadelphia: J. B. Lippincott & Co. Price, $1.00. 

CONTENTS. 

* Page. 

Introduction.—Special Schools of Science in France,. 5 

Polytechnic School at Paris,. 13 

Subjects of Instruction as Prescribed for Admission in 1850,. 13 

1. Arithmetic,. 14 

2. Geometry,. 21 

3. Algebra,. 31 

4. Trigonometry,. 38 

5. Analytical Geometry,. 41 

6. Descriptive Geometry,. 43 

7. Other Requirements,. 46 

Preparatory Course in the Lycees,. 49 

History, Management, Conditions of Admission, Course of Study, 

Examinational System, and Kesults,. 55 

I. Foundation and History,. 55 

Out growth of the Necessities of the Public Service in 1794,.. 56 

High Scientific Ability of its first Teachers,. 58 

Peculiar Method of Scientific Teaching,. 59 

Characteristic features of the Repetitorial System,. 59 

The Casernement, or Barrack Residence of the Pupils,...60 

Permanent Organization in 1809,. 60 

Commission of 1850,. 62 

II. Outline of the Plan, Objects, and Management,. 63 

Public Services provided for in its General Scientific Course,. 63 

Admission by Competition in an Open Examination,. 63 

Annual Charge for Board and Instruction. 64 

Exhibitions, (or bourses, demi-bourscs,) and Outfits ( troicsseaux ,). 64 

Length of Course of Study,. 64 

Number of Professors and Teachers, besides its Military Staff,. 64 

Military Establishment,. 65 

Civil Establishment,. 65 

General Control and Supervision,. 65 

1. Board of Administration,. 65 

2. Board of Discipline,. 65 

3. Board of Instruction,. 65 

4. Board of Improvement,. 66 

III. Conditions and Examinations for Admission,. 66 

Who may be Candidates for Admission,... 66 

Subjects of Entrance Examination,. 66 

Preliminary Examination,. 67 

Written Examination,. 67 

Oral Examination,. 68 

Scale of Merit, and Latitude in Amount of Credit given,... 68 

Reports of Examiners to Minister of War,. 69 

Co-efficients of Influence, varying with the Study and Mode of Examination,. 69 

Decision of Jury on all the Documents of each Candidate,. 70 

Final Action of the Minister of War,. 70 

IV. School Buildings, Course and Method of Study,. 70 

Situation, Number, and Purposes of Buildings,. 70 

Daily Routine of Exercises,. 72 

Method of Teaching and Study,. 73 

Professorial and Repetitorial,. 74 

Interrogations, General, . 74 

‘‘ Particulieres by the Repetiteurs, . 74 

One Rep£titeur to every eight Pupils. 74 

System of Credits for every Lecture, every Interrogation, and Exercise,. 75 
























































POLYTECHNIC SCHOOL OF FRANCE. 


Page. 

Final Admission to Public Service, depends on daily and hourly fidelity,. 76 

Division of First Year’s Work into three portions,. 70 

First portion—Analysis and Descriptive Geometry,. <’> 

Second “ Mechanics, Geodesy, Physics, &c.,. 70 

Third “ General Private Study,... 76 

Number and Subjects of Lectures in Second Course,.. 78 

V. Examinational System,. 78 

Ordinary Examinations,. 78 

1. By Professors on their own Lectures, both Written and Oral,.. 78 

2. By Examiners on the Manipulations of the Pupils,. 78 

3. By Repetiteurs every ten or fourteen days,. 78 

4. By Professors and Repetiteurs at the close of each Course,. 79 

First Annual Examination,. 7U 

Table—Co-efficient of Influence in Second Division of First Year’s Course,. 79 

Specimen of Credits gained by one Student in First Year’s Course,. 80 

Persons excluded from the Second Year’s Course,. 81 

Second Annual or Great Final Examination,. 81 

Conducted by the same Examiners as the First,.. 81 

Oral, and extends over the whole Two Years’ Course,. 81 

Results based on each Day’s Study’s, Year’s, and Examination’s results,. 82 

Tables—Co-efficients of Influence in Final Classification, &c.,. 82 

Order in which the Public Services are Selected,. 83 

VI. General Remarks on Character and Results of the Polytechnic School, 84 

Appendix,. 88 

Public Services beside the Army supplied by this School,. 88 

1. Gunpowder and Saltpetre,. 88 

2. Navy,. 88 

3. Marine Artillery and Foundries,. 88 

4. Naval Architects. School of Application at L’Orient,. 88 

5. Hydrographers,. 88 

6 . Roads and Bridges. School of Application at Paris,. 89 

7. Mining Engineers. School of Mines at Paris and St. Etienne,. 89 

8 . Tobacco Department,. ( . 90 

9. Telegraphs,. 90 

Programmes of Internal Instruction during the Two Years of Study,. 91 

1. Analysis,. 91 

First Year—Calculus, Differential,. 91 

Calculus, Integral,. 93 

Second Year—Calculus, Integral, (continuation,). 94 

2. Descriptive Geometry and Stereotomy,. 97 

First Year—Descriptive Geometry, Geometrical Drawing,. 97 

Second Year—Stereotomy: Wood-work,. 103 

Masonry,. 103 

3. Mechanics and Machines,. 104 

First Year—Kinematics,. 105 

Equilibrium of Forces,. 105 

Second Year—Dynamics,. 112 

Hydrostatics,. 115 

Hydraulics,. H 5 

Machines in Motion,. 116 

4. Physics,,. 116 

First Year—General Properties of Bodies, Hydrostatics, Hydrodynamics,.... 117 

Heat,. 119 

Statical Electricity,. 123 

Second Year—Dynamical Electricity,. 124 

Acoustics,. 125 

Optics,. 126 

5. Manipulations in Physics,.129 

First and Second Year. 130 

Distribution of Time,... 131 




























































[From Barnard's American Journal of Education ] 

PHYSICAL AiND MILITARY EXERCISES IX PUBLIC SCHOOLS. 

A NATIONAL NECESSITY, 

BY EDWARD L MOLINEUX. 

Major and Inspector in New York Militia. 


From a long and unexampled period of political and commercial prosperity 
we suddenly find ourselves called upon to struggle for national existence, and 
while a noble response from the people to the necessity of the struggle has 
strengthened the hand of government with an intelligent army, and developed 
the resources of the country, yet the occasion has laid bare defects which call 
for correction. 

Without a standing army of any magnitude we have found our militia laws 
defective, and have been obliged to create ourselves a military people by the 
sufferings and bitterness of an experience bought on the field of active warfare. 

Military necessity has compelled the loss of invaluable time in the organizing 
and preparing of our troops, which would not have been required had we been 
able to meet the rebellion at the commencement with well trained officers and 
an experienced and carefully drilled militia. 

“ The first object ,” says Daniel Webster, u of a free people is the preservation 
of their liberty a noble truth which must speak home to the heart of every 
American, and if, as it is asserted, “the future life and character of a na¬ 
tion is to be seen in its system of schools,” then we may well listen with some 
degree of alarm to the warnings and unmistakable evidences by which we are 
surrounded, that the American race is physically deteriorating.* 

The question arises, has our National system of Education been such as to 
qualify and prepare us to maintain successfully, the noble inheritance which was 
won by the physical energies of the men of the Revolution, and with our suc¬ 
cess in the field of intellectual culture, have we kept the physical advantages 
possessed by our forefathers? 

Let us not mislead ourselves in this matter, but calmly look at the facts, that 
as a rule, our present system of Public Education is devoted solely to the men¬ 
tal and moral improvement of the scholars, and that the encouragements and re¬ 
wards held out by committees and teachers, stimulate to the overexertion of the 
brain, and sacrifice in too many instances, the health and growth of the body. 

Although great improvement has been made of late by the shortening of 
the time devoted to study, and by the introduction of more frequent periods 
of recreation, yet still little has been attempted for giving exercise and activity 
to the body; this important training being left to the care of parents or the 
pupils themselves. 


♦Miss C. E Ececher’s “Appeal to American Women,” “Calisthenics,” &c. 





10 


PHYSICAL AND MILITARY EXERCISES. 


Is it not too true that the increase of ill health, broken constitutions, and 
early deaths, among the growing portion of our population, especially in cities, 
warns us, year after year, that the thirst for knowledge, and the restless seeking 
after mental and intellectual improvement, have been bought at the expense of 
the vital energies of the great body of youth who throng the colleges and pub¬ 
lic schools of pur land ? * 

If any one denies this, let him visit our institutions of learning, and while he 
may well admire the wisdom and forethought which has established our pros¬ 
perity on a noble system of National Education, he can not but notice the de¬ 
bility evinced in the frames of so many youthful votaries of intellectual train¬ 
ing; the exceptions making the contrast still more strikingly painful. Then 
let him go_ to the counting-house or the close confinement of some mechani¬ 
cal employment, where the evils from mental activity, unaccompanied by physi¬ 
cal recreation, are yet more strongly developed. These evils assail not only 
the happiness of families, but the prosperity of the nation and the well-being 
of the race. Is this right or necessary ? Can it be avoided ? 

The solution of these momentous questions may well engage the serious atten¬ 
tion of the reflecting teacher, parent and patriot; and to them we assert that, 
unless physical exercises are enforced upon our system of Public School educa¬ 
tion ., our intellectual culture will be of little avail , and that our nationality 
stands m danger of sinking a prey to designing opponents. 

That enfeebled races are invariably conquered by those more powerfully de¬ 
veloped, is proved by innumerable instances in history. That physical training 
was an important branch of education among the Greeks and Romans, is well 
known. The system inculcated by the iron-hearted Lycurgus, among the Spar¬ 
tan youth, was of a nature admirably adapted to fit them for all the sterner 
realities of life, whilst the athletic games and exercises of the youth of Rome, 
comprising, as it did, walking, running, wrestling, swimming, and military drill, 
were the means of improving, to the utmost, their physical powers Upon 
reaching manhood, the advantages of this training was indicated by the robust¬ 
ness of form, and the constitutional vigor which enabled them to undertake 
labor, fatigue and hardship of every kind, with perfect indifference. 

The Spartan and the Roman soldiers were by this early training, not only 
qualified to surmount with ease the various obstacles and difficulties incident to 
a state of active warfare, but they also became gifted with precision and rapidi¬ 
ty in every movement, and each man was likewise endowed with that confidence 
in himself, and that unbounded reliance upon order, subordination and com¬ 
bined action, which nourish audacity, yet temper it with coolness and steadi¬ 
ness. 

Unfortunately this system, by which the vigor and valor of a Spartan or a 
Roman has passed into a proverb, fell into disuse, and as it was neglected for 
more intellectual pursuits, so the grand empires founded by its vigor crumbled 
before the assaults of more athletic barbarians. 

The influence of health upon the faculties of the mind is acknowledged by 
all, and yet how few in this country devote attention to those all important ex¬ 
ercises which are necessary to the preservation of health, and without which 
intellectual power can not be applied to its highest use. The talents, the expe- 


*[We do not share this alarm, or believe that hard study, apart from open or secret vice, has 
had much, if any thing, to do with such physical deterioration as does exist. —Ed Am Jour cf Ed ] 



PHYSICAL AND MILITARY EXERCISES 


11 


nonce or our best educators of youth, are taxed to devise exercises to develop 
the menial, faculties, forgetting that too close application to study is detrimental 
to the growth of the body. 

But few thoughtful teachers will deny the extent to which this evil has reached, 
or be unwilling that the strain upon the intellectual powers of children, by ab¬ 
sorbing studies, should be counteracted by oheerful and relaxing exercises by 
which the mind will be relieved and at the same time strengthened. The 
testimony of physicians, the valuable works on health by Dr. Warren, Miss 0. 
E. Beecher, and many other able writers, furnish .incontestable evidence of the 
necessity of systematic exercise for children. To accomplish this it is absolutely 
necessary to adopt it in our course of education, for in the majority of cases it 
can not, or will not, be attended to at their homes. 

What theu is the most simple, feasible and useful plan to adopt for physical 
exercises in our Colleges, Normal and Public Schools ? 

We unhesitatingly say, that the only successful, orderly, and systematic 
method is, to engraft, them upon the course of studies during school hours , and to 
carry it out under strict, military discipline ; the exercises being such as are 
best suited to the age, strength and capabilities of the pupils, namely: calis¬ 
thenics and walking for the girls and younger children, and military exercises 
for the elder boys. 

Let not the kind hearted parent exclaim against his. boy learning the military 
drill, for fear of his acquiring a taste for warfare; or the lover of peace imagine 
we would re-establish the stern laws of Lycurgus. We would have moderation 
in this respect as in mental studies, and while we would not, as some may ima¬ 
gine, displace the bust of Howard in our school rooms for a Napoleon, yet we 
would impress upon the minds of boys the image and example of Washington, 
and in cultivating their intellectual faculties, likewise prepare them in mind and 
body to develop in manhood those virtues and powers which constitute a true 
and noble citizen, a sincere love of country, of national probity and justice, 
beyond selfish considerations or personal aggrandizement. They should be 
brought up to a sense and knowledge that it will be their honorable duty and 
privilege to protect their native land, that she fosters and educates them in 
their youth, and that upon their manhood her nationality depends. 

We can never become an aggressive military people; the fields for successful 
enterprise in art, science, commerce and agriculture, are too broad and inviting 
to render military pursuits very attractive, and unless we cultivate such exer¬ 
cises and discipline in youth, they will be, as they have been, neglected when 
engaged in the active pursuits of business. The clear, common sense of the 
American parent will acknowledge, not only the national necessity, but the 
moral advantages of this; for what fond mother is there but would prefer to 
see in her son a manly, patriotic spirit, rather that a timid, mercenary one, 
which, shunning danger, would sacrifice the honor and greatness of Ills coun¬ 
try to the base love of gain and ease. 

We have suggested that the exercises be conducted under strict military 
discipline, because it is impossible for a large body of children to be exer¬ 
cised in the usual school limits, unless the greatest decorum and order is ob¬ 
served; and if conducted under the supervision of a teacher, dangers and acci¬ 
dents will be avoided, which always occur when children are rash and thought¬ 
less in attempting to accomplish too much. Thus conducted, they will prove an 


12 


PHYSICAL AND MILITARY EXERCISES. 


invaluable aid to the teacher in the enforcement of discipline in the school 
room, and teach that invaluable lesson which it seems so difficult lor children to 
learn,—unhesitating obedience. 

For the advantages of this system let us examine the practical testimony 
afforded in the European schools, where considerable attention has been paid to 
this important matter. 

On the continent the advantages of physical training are appreciated to their 
fullest extent, especially in the Industrial Reform schools, where the admirable 
principle has been adopted of teaching “what they will have occasion to use 
when they become men,”* and thus render them useful members of society. 
To Dr. Barnard’s National Education in Europe, we are indebted for the follow¬ 
ing extracts and illustrations of this position. 

In the Reform School ot Rauhen Ilaus, near Hamburg, “they are taught to 
develop their bodily and mental powers in various practical ways; to use the 
fire engine, to swim, to save persons from drowning, and use remedies to re¬ 
cover them, to climb a mast and handle the sail, of a ship. They act as a jury 
among themselves. Their chief reward is to be enrolled in the table of honor. 
In the great fire of Hamburg, their conduct w r as physically, as well as morally, 
heroic, and while bravely saving life and property, they steadily refused re¬ 
wards.” Parents who, perhaps justly owdng to the numerous accidents in Gym¬ 
nasiums, are timid of their children becoming injured by these exercises, should 
carefully read the system pursued in Fellenberg’s celebrated establishment at 
Hofwvl. “A great variety of exercises of the body and the senses are em¬ 
ployed, so that every boy shall acquire a knowledge of his physical strength, 
and attain confidence with regard to those efforts of which he is capable, instead 
of that foolhardiness -which endangers the existence of many who have not 
learned to estimate their own powers correctly.” At Ruysselde, Belgium, the 
following plan Avas pursued: In summer, from 5$ to 6i A. M., Exercises and 
Manoeuvres; from 1 * to 8| P. M., Gymnastics. In Avinter, several hours Avere 
devoted to these exercises, and the result found (as in this report,) was, that 
“rickets, scrofula, want of elasticity in the limbs, difficulty of walking, all rap¬ 
idly disappeared under the drill, which confirmed the health and increased the 
strength and activity of the children, and accustomed them to discipline. It 
predisposed the pupils to sleep, and Avas an effective safeguard against shameful 
habits and secret vices. The battalion movements Avere performed with as 
much precision as that of the army, a platoon armed with condemned carbines, 
marched at the head. The bayonet exercises and skirmishing were as good as 
play to the boys.” A remarkable instance of the moral effects of military dis¬ 
cipline upon the lads of the Celonie Agricole , at Mettray, is related by M. De- 
rnetz, and Avas published in Barnard’s Journal, Yol. 1, p. 628. “During the revo¬ 
lution of 1848, a band of Avorkmen came to Mettray, Avitli flags flying and trum¬ 
pets sounding, and meeting the youths returning, tired from field labor, their 
pickaxes on their shoulders, thus addressed them:—‘My boys, do not be such 
fools as to work any longer. Bread is plentiful; it is ready for you without 
labor.’ The chef .‘ who was conducting the boys, and who behaved with the 
greatest calmness and tact, immediately cried, ‘Halt! four in line.’ The lads, 
being accustomed to march like soldiers, immediately formed. The chef then 


* Aristippus. 



PHYSICAL AND MILITARY EXERCISES. 


13 


said to the men, ‘ My friends, you have learned to labor; you have a right to 
rest; but leave these lads: let them learn now, and when their turn comes they 
may rest as you do.’ The men gave way, the youths marched home, and Mel- 
tray was saved,—saved, as I believe, by our habit of military discipline ” It 
was the heroic exertions of these young colons during the inundation of 1856, 
which won for them the praises of all France. These instances might be multi¬ 
plied, but are sufficient to show the moral and physical benefits of military ex¬ 
ercises and discipline upon boys, even of the lowest class. 

The governments of Europe being upheld by the bayonets of large standing 
armies, and requiring, as they do, in many of the kingdoms, the compulsory ser¬ 
vice of all young men, renders it unnecessary for the daily public schools to 
teach military exercises to that extent, which it is well for our Republican gov¬ 
ernment to do. Yet in Europe they watch with the greatest assiduit}' and care 
the bodily powers of the children, knowing its great advantage not only in 
health, but the maintenance of order. 

In Great Britain much interest has of late been evinced on this subject, and 
Mr. Edwin Chadwick becoming convinced that the studies and confinement in 
their schools were generally prolonged beyond the powers of the children, and 
in violation of the laws of health, devoted himself to collecting testimony 
respecting the advantages of the military drill upon the health of children. 
His investigations have elicited much valuable information, the more interesting 
to us as they mark its advantages to a nation which, like our own, depends for 
its defence mainly upon a volunteer force. 

The following synopsis of his pamphlet we extract from the N. Y. Evening 
Post, November 1st: 

Mr. Chadwick considers “ In a sanitary point of view that a systematized drill 
is good, and for defective constitutions requisite for the correction of congeni¬ 
tal bodily defects and taints, with which the youth of a very large proportion 
of the population, especially among the poorer town populations, are affected: 
and that for these purposes the climbing of masts, and other operations of the 
naval drill, and swimming, are valuable additions to the gymnastic exercises of 
the military drill, and when properly taught arc greatly liked by boys. From a 
moral point of view, also, this drill will give the pupil an early initiation into 
all the acquirements of discipline—namely, duty, order, obedience to command, 
self-restraint, punctuality and patience.” 

The evidence furnished by English drill officers shows its national value, and 
“That at school it maybe taught most economically, as not interfering with 
productive labor, and that thirty or forty boys may be taught the naval and 
military drill at one penny farthing (two and a half cents) per week per head as 
cheaply as one man, and the whole juvenile population may be drilled com¬ 
pletely in the juvenile stage, as economically as the small part of it now taught 
imperfectly on recruiting or in the adult stage ; and that, lor teaching the drill, 
the services of retired drill sergeants, and naval as well as military officers and 
pensioners, may be had economically in every part of the country. 

That the middle and higher class schools should have, in addition to the toot 
drill, the cavalry drill, which the parents of that class of pupils may affoid. 

That the drill, when made generally prevalent, (without superseding,) wi 
eventually accomplish, in a wider and better manner, the objects of voluntcei 
corps and of yeomanry, which, as interrupting productive occupations now 


14 


PHYSICAL AND MILITARY EXERCISES 


becoming moi'e absorbing, is highly expensive, rendering all volunteer forces 
dependent in fitful zeal, and eventually comparatively inefficient; that the juve¬ 
nile drill, if made general, will accomplish better the objects even of the militia ; 
that the juvenile drill will abate diffidence in military efficiency, and will spread 
a wide predisposition to a better order of recruitment for the public service, 
will tend to the improvement of the ranks of the regular forces, whether naval 
or military, and will produce an immensely stronger and cheaper defensive 
force than by the means at present in use or in public view. 

And, finally, that the means of producing this defensive force, instead of 
being an expense, will be a gain to the productive powers and value of the 
labors of the country.” 

Lieutenant-General Shaw Kennedy, in a letter expressing his high approval of 
the plan, states, “ that the inferences drawn can not be controverted. He is of 
opinion that if the measure is carried out it will be the means of bringing two 
million of men actually under arms in Great Britain alone, that is, excluding 
Ireland. He conceives that the effects of military drill and exercises, and the 
use of fire-arms taught at schools, would never be forgotten; that a youth so 
trained would, at any future period, with a slight degree of practice, renew his 
knowledge of what he had been taught.” 

Nor has the training of a better class of seamen been neglected. This is of 
vital importance to the well-being of a commercial people, and it is well for us 
to see what steps England is taking in the matter. 

“ For the purpose of giving instruction in the naval drill, old masts and tackle 
have, been obtained for some of the training schools in England, and Mr. Taff- 
nell has received expressions of satisfaction from naval men of the way in 
which some of the boys have by these means been tutored as seamen in pauper 
schools. In order to form sailors, it is necessary to have masts and sails rigged 
in the playground, and a regular seaman must be engaged to drill the boys. 

Mr. Baker has observed that the naval drill as given at Greenwich, is highly 
effective. “ He states that he was on board the Ganges and the Conway at a 
time when many boys came on board who had been taught the naval drill at 
Greenwich naval schools; and that they proved to be as ready and well trained 
as man-of-war’s men; they were clean and orderly, and as a class were first-rate 
seamen, becoming petty and warrant officers in greater proportion than others.” 

Of its consequence upon the national health and industry, “Professor Owen 
has stated that even in the best-warmed and ventilated schools, five or six 
hours’ enforced stillness of growing children is a violation of the primary laws 
of physiology; whilst Miss Nightingale and others agree that, under the present 
system, children are placed under conditions which impair good bodily health 
and generate epidemic disease. Mr. Rahnson, a school commissioner at Am¬ 
sterdam, states that the physical evils attendant upon the present amount of 
sedentary confinement in schools, required from young children, is beginning to 
attract attention in Holland, and that they have under trial a system of exer¬ 
cises for schools advocated by Dr. Schrieber, of Leipsic. ‘ The chief question,' 
says the latter gentleman, ‘is, How are our children to be brought up? Is it 
accoi ding to the laws of nature ? The answer is, No ; or we shall not see so 
many children who were rosy and healthy before going to school, become pale 
and bloodless after school has begun;’ and he prescribes the limitation of the 
hours of school confinement. 


PHYSICAL AND MILITARY EXERCISES. 15 

Mr. Robert Rawlinson, civil engineer, gives the following as his opinion of the 
advantages of school drill in connexion with manual labor: 

“ In my opinion, based on experience and observation, 1 think school drilling 
and training would prove of the utmost consequence to the boys in after life. 

I may give a few instances. In all engineering and building, tradesmen are 
frequently required to use their strength in concert, lifting, carrying and draw¬ 
ing ; men, to use their joint strength not only effectively but safely, must have 
confidence in each other. Two trained men will lift and carry more easily and 
safely than four untrained men. I have frequently seen trained men weed out 
unskilled men where heavy lifting has been required, because they dare not risk 
the danger arising from unskilled strength, and few have performed with more 
safety work which would have been lighter and easier if all had been equally 
skilled. Men frequently reject the assistance of unskilled men, as there is abso¬ 
lutely danger in having them near. Frequent accidents arise from using men 
unskilled in lifting, in hoisting, and at capstan work. * * * Boys should 

not only learn to march, but to lift, carry and pull in concert. There are many 
necessary feats of strength in all trades, which are more matters of knack and 
tact than of brute strength. Brute strength frequently fails to do that which 
comparative weakness can accomplish easily with skill and confident concert. 
There is no regular system of training in concert to use human strength in the 
best manner in any trade, so far as I know; acting in concert is a matter of 
necessity, and practice gives facility and confidence. Drill and training would 
probably double the effective human power of any establishment, especially if 
numbers are instructed in joint feats of strength. That which is taught to 
youth is never forgotten in after life.” 

“ As regards its fitness as an appendage to the highest branches of education, 
we have the testimony of experienced examiners at the University of Oxford, 
England, who state that six hours mental work, instead of ten or twelve, for 
adults, was the time of the great majority of the prizemen; and it was always 
found that those who were the foremost in mental labor were commonly the 
foremost in boat-rowing and physical exercise. The Yice-Chancellor of Oxford 
testifies that the institution of the systematized exercise of the volunteer drill 
in that college had been attended by an improvement of the mental labors, and 
of the whole of the order and discipline, as well as of the health of the Univer¬ 
sity ; and that, encouraged by these results, he was considering of making pro¬ 
vision for cavalry exercises.” 

Mr. Chadwick has also furnished incontestable proofs of the absolute necessity 
of more active physical training for females and of its bearing upon the future 
welfare of the race. But this subject has been rendered so familiar to Ameri¬ 
can readers by the able pen of Miss Catherine E. Beecher, that we need not 
touch upon the European view, except to say that the noble labors of Profes¬ 
sors Ling and Branting, of Sweden, have been ably seconded by very many of 
the governments of Northern Europe, where a method of gymnastics for 
females, has been systematized and practically adopted. From this brief sketch 
of the practical working of physical military exercises in Europe, let us turn to 
what has been accomplished among our own countrymen, whose activity in 
behalf of public education called forth the compliment from Prof. LeRoy, 
which we wish was better deserved, especially by the class which he specifies. 


1G 


PHYSICAL AND MILITARY EXERCISES. 


that “ the improvement of schools is, so to speak, the fixed idea, - the constant 
preoccupation of the statesmen of America.” 

We have indeed a noble and liberal system of education, but we would see its 
fostering care so extended as to invigorate the bodies as well as develop the 
mental faculties and intellectual powers of the pupils. The military exercises 
would best accomplish this, and at the same time form our public schools into 
a NURSERY FOR A NOBLE AND EFFECTIVE MILITIA. 

Eai'ly in October last a communication was addressed by the writer to the dif¬ 
ferent governors, and various other persons connected with the executive 
departments of the Northern States, in regard to the advantages to be derived 
from the introduction of infantry drills in the public schools, and by early prep¬ 
aration in school-days to strengthen the militia of the different States. At the 
same time it was placed before the New York and other City Boards of Educa¬ 
tion, and referred by them to special committees. The subject was also agita¬ 
ted through the columns of the daily press. The warm responses which have 
been accorded to these communications, prove the deep interest which is felt in 
this important matter, and it is to be hoped by the time this article appears in 
print,* some legislative action will have been taken. 

In New York, the energetic Judge Advocate General, William II. Anthon, 
being engaged in a report upon the militia laws, and taking a warm interest in 
all matters relative to the efficacy of the militia, thus speaks of the importance 
of some alteration in the present system, in a letter addressed to Mr. Curtis, 
President of the Board of Education in the city of New York: 

“The entire system, in my judgment, needs revision and reform, in order to 
make the militia what the Father of the Republic intended it should be. 

It has been suggested by several persons, and among others Col. Richard 
Delafield, U. S. A., and Maj. E. L. Molineux, that an excellent foundation for an 
improved militia system would be the introduction of ‘ The Manual of Arms,' 
and ‘ The School of the Soldier and of the Company,’ into our public schools. 

I am disposed to consider these suggestions as valuable, and shall feel obliged 
to you if you will, as early as may be convenient, inform me how far you deem 
them practicable, and how they may be most conveniently introduced into the 
institutions under the charge of your Board.” 

Mr. Curtis, whose personal observations on the European school systems, and 
whose long experience at the head of the Educational Board of the largest city 
in the Union, renders his views of the greatest value, replied: 

“ It has been my opinion for years that military instruction should, under 
certain restrictions, and to a certain extent, be given to the older boys in all the 
schools and institutions that are supported or draw funds from the public treas¬ 
ury. It is but just to the State whose munificence sustains these schools, tnat 
the pupils should be instructed in those branches of knowledge that will make 
them useful and effective in defending and protecting the State. A well organ¬ 
ized militia, receiving from year to year into its ranks the disciplined and 
instructed youth who have passed through the public schools, and to whom the 
duties of the soldier are familiar, will always be sustained by the public confi¬ 
dence and esteem.” 

*'Written December, 1861. Recommended by Governors Andrew and Morgan in their messa¬ 
ges in January 





PHYSICAL AND MILITARY EXERCISES 


17 


Military discipline and exercises are by no means an untried experiment in 
the annals of American education ; some of our best private schools and insti¬ 
tutes having long since adopted it, and with a good degree of success as it will 
be our endeavor now to show. 

To the admirable regulations of our National Military and Naval Academies, 
we need not refer; the systematic course pursued by them for the development 
of health, for discipline of mind and body, being well known to the majority of 
our readers. 

One instance which came under the writer’s personal observation, will suffi¬ 
ciently illustrate the dependence which can be placed upon well-drilled boys in 
case of emergency. 

In April last, when Washington was defenceless, Baltimore in riot, and all 
Maryland in a state of revolt, communication being cut off at Annapolis, there 
was great fear of attack upon that important strategetic point. The pupils were 
prepared for any exigency, and slept with their loaded rifles over their cots. 
At an alarm of a night attack, there was no hesitation among those gallant little 
fellows. They were up directly; fell in their ranks and off at a double-quick 
for the point of danger, in an almost incredible short space of time. The elder 
boys dragged their howitzer with them. Had an attack taken place, those 
pupils would have given a good account of themselves and have stood their 
ground with courage and steadiness. The secret of this is the discipline , for 
which they are indebted to the assiduity of their noble and experienced super¬ 
intendent, Captain Blake of the Navy. 

Let us read the opinion of this able officer in respect to the applying of this 
discipline to public schools: 

“ My experience at this institution long since impressed me with the import¬ 
ance of this subject, and I intended to have given my views publicly, but you 
have left nothing more to be said upon it, and I can only hope that those who 
have the control of our public schools will view the subject as we do. We have 
received about a hundred and forty acting midshipmen this year, some of them 
very young, and although they have not been here two months, they present a 
beautiful example of such results as the system would produce all over the 
country.” 

It must be acknowledged that the States now in rebellion have devoted much 
more attention to military instruction in special schools, than we have, many 
of them pursuing the European plan of State Academies devoted to military 
science Thus while w'e have been obliged to create officers from the small 
nucleus afforded us from West Point, they have had the students from State 
Colleges to officer their regiments. 

For a long time back Virginia has annually expended upon her Military Insti¬ 
tute nearly $50,000; South Carolina, $30,000; Kentucky and other States 
have likewise institutions, founded in whole or part, upon a military basis. 

Although several attempts have been made to obtain legislative action for 
similar institutes in the Northern States, they have not, up to the present time, 
been successful, owing, we think, to the groundless opinion that it would prove 
a heavy tax, without a corresponding advantage. We shall endeavor to prove 
in this article how economically an academy could be supported. It is, there¬ 
fore, to private enterprise, we are indebted for any experiments which have 
been made in this respect. 


18 


PHYSICAL AND MILITARY EXERCISES 


Several of our best boys’ boarding-schools in this portion of the country, 
have for a long time employed a military instructor for the pupils and been 
manged on a semi-military organization; they have been well sustained by the 
patronage of the public. We instance two or three schools of the present time. 

Dr. Russell’s Collegiate and Commercial Institute of New Haven, is one which 
has already been of national advantage to us, for according to Prof. Daniel C 
Gilman, “the scholars were of great service in drilling the recruits of Connecti¬ 
cut at the outset of the war, and many of them now hold important posts in 
the army. The scholars formerly trained as infantry and are now at artillery 
practices.” Mr. Gilman very justly observes, that in a country like ours with no 
standing army, every able-bodied man should learn to bear arms, and there 
can be no cheaper or efficient way of doing this than by teaching boys in 
schools. 

The Eaglcsrood Collegiate and Military School, near Perth Amboy, X. J., 
lias been recently organized on the military plan. The scholars are formed 
into a battalion under a superintendent and colonel commanding, the rest of 
the officers being taken from the scholars. Tho State of New Jersey has sup¬ 
plied the institute with arms, and the military regulations apply to the conduct 
of the pupils in their general deportment. The reasons givefi for employing 
this discipline are the same that apply in every instance, that it is the most 
orderly and effective, increases the energy, vigor and manly attitude of tho 
boys, and induces cheerful obedience. 

To Major J. P. Pratt, Military Instructor, we are under obligations for the 
following account of Mr. Tracy’s Military Boarding School, at Tarrytown, JV. Y.: 

“There is no question, in my mind, of the utility of military instruction in 
schools, and if I had any doubts, they tvould speedily be removed by the fact 
that the very exigency you propose to provide for is being developed, only in a 
less degree, in the volunteer army now fighting our country’s battles. There 
are a number holding honorable positions in the army of the Potomac, and 
elsewhere, who have more particularly come under my own observation, that 
have passed through a course of similar instruction to what you propose, in 
private military boarding schools, who give evidence of superior knowledge as 
soldiers, and with a little preparation were ready to assume the duties and 
responsibilities of the field and camp. They have more particularly distin¬ 
guished themselves as drill masters and thorough disciplinarians, the very 
ground you proposed to cover in your articles in the N. Y. Tribune of Nov. 20. 
I have especially noticed, of late, the facility with which youth acquire military 
knowledge since the outbreak of the rebellion, when the occasion seems to 
impress them more strongly with its importance. 

Independent of the military availability of youth thus instructed, the prompt¬ 
ness and precision that the system induces is apparent. A simple sketch of the 
routine of duties in a school over the military department of which I have the 
supervision, may give an idea of its utility, as 'well as its usefulness. This de¬ 
partment is conducted in such a way as to make the military feature an auxiliary 
to the classical and preparatory. Part of two days in each week is more espe¬ 
cially devoted to military drill and instruction, when the flag is raised on the 
flag-staff on the parade ground wdth the roll of the drum, and the sunrise gun is 
fired. At sunset it is lowered with The same ceremony by a file of boys, in 
charge of an officer, or non-commissioned officer. On other days of the week 


PHYSICAL AND MILITARY EXERCISES 


11) 


a drill of about an hour is held, in command of the company officers,—always 
in presence of the Principal. The utmost strictness is required in all the mili¬ 
tary features. The “Assembly,” when beaten for drill or parade, occupies one 
minute— immediately after, “fall in" is given by the orderly, when entire silence 
is required. Boys being naturally playful, much more care in these particulars 
is necessary than in grown persons. Tattoo begins at 9 o’clock precisely, when 
the minute of its duration expires every cadet is required to be in line for “roll 
call,” and the three squads, each in charge of an officer, are marched by flank 
to their quarters, (the whole not occupying more than two minutes.) They 
halt opposite their beds, and salute their officer as he passes out;—in five min¬ 
utes the lights are extinguished. Their clothing is uniformly arranged, and in 
such way that if called up at night they can dress without lights and without 
loss of time. The officer in command of each, being held responsible for the 
condition of his squad. The military instructor inspects at unexpected times, 
and directs the chiefs of squads to report the result to the officer of the day, 
through whom all reports to the Principal must be made at 9 o’clock A. M. each 
day. Jievielle at day break, and they march by squads to wash room, where 
twenty minutes is allowed for necessary ablutions, blacking boots, &c., and then 
the march to the Assembly-room for “roll call." Inspection of boots twice a 
week, at unknown times. 

The squads for the mess-room march in order, filing each side of the tables, 
face inward, and “sit down ” by command; rise , march out and break ranks , 
observing the same military precision. These various duties are performed with 
pleasure and pride by the cadets, and the same promptness and regularity is 
apparent in every movement. 

The armory and arms are in charge of a detail of four, and are inspected in 
turn on the roll, each week, and reports are made of disabled pieces, and the 
general condition of the arms and armory, to the officer of the day, and through 
him to the Principal. The various reports are embodied into one, by this officer, 
so that the Principal is not burdened with the details unless he calls for them. 

Orders are issued from time to time, by the Military Instructor, and engrossed 
in a book, which is open for inspection of visitors, announcing promotions, re¬ 
sults of inspection, and noting cases of military merit and demerit, &c. This 
has a tendency to stimulate to exertion, and to efforts to avoid unfavorable 
notice. 

Military classes 1st, 2d and 3d, graduated according to military merit are es¬ 
tablished, and promotions to them made after strict examinations. All company 
officers are selected from the 1st class. 

A class of Honor, consisting of members of the First class who have escaped 
being reported for disobedience and improper conduct, is also formed. A given 
number of military demerits reduces a cadet, and the badge which is worn on 
the left breast is taken from him. He may, however, be reinstated. 

Military demerits are punished by military penalties. 

Cadets are taught to observe the position of the soldier when off duty also; 
the benefit of this is very marked. When the machinery is properly set in 
motion, the labor generally attending the minutia of school duties is greatly 
reduced, and much more pleasantly and thoroughly performed. 

I have not entered into all the details, (and have given the military only) but 
enough to give a general idea of the plan adopted by this school. There are 


20 


PHYSICAL AND MILITARY EXERCISES 


different modes in use in other schools. Some partaking more of the military, 
and some of less. I think there is danger, often, of too much military being 
engrafted so as to make it burdensome; great care should be taken in this par¬ 
ticular, as the cadet wearies of it when the novelty is past.” 

Mr. N. W. Taylor Root, in his admirable book on School Amusements, fur¬ 
nishes practical testimony “that it fosters habits of promptness, exactness, and 
unanimity of action; teaches implicit obedience to commands, erectness of 
carriage, a neat and clean appearance, and a gentlemanly and respectful be¬ 
havior.” 

It will thus be seen that a system of military drill has been tested morally 
and physically, in private schools, and found of decided advantage. 

Why should these benefits be denied to the pupils of Public Day Schools? 

Why should this vast defensive power be lost to the Government? 

As a national military necessity; as a protection to the health and constitu 
tional vigor of American youth; and as a powerful agent upon their moral be¬ 
havior, their energy, self-reliance and spirit of enterprise, let Physical Train¬ 
ing BE ENGRAFTED ON THE COURSE OF STUDIES FOR ALL THE PUPILS EDUCATED aT 

the expense of the State. Let us not hesitate at the magnitude of the under¬ 
taking, for it is a necessity, and under proper regulations and restrictions can be 
successfully and economically accomplished. 

The greatest difficulty to be surmounted is the successful working of a sys¬ 
tem at once applicable to the requirements of a small district school, with a 
limited number of scholars, attending only at certain seasons of the year, and 
of those of the larger cities, with numerous schools, in which a great number 
are under instruction. 

Let us commence at the foundation, in the Primary Schools. 

The moment the child enters the school care should be taken that the mental 
exercises which are given should be relieved by frequent intermissions for 
running and playing, under the-eupervision of their teacher. This we are glad 
to say is the case in very many of our best primary schools, but it is when the 
child becomes more advanced, when there are lessons to commit to memory at 
home, then some simple physical exercises should be taught him every day; 
exercises calculated to develop the growth and expand the muscles. The calis¬ 
thenics recommended in Miss Beecher’s work are excellent, simple, and easily 
fitted to the limits of the school house. The report of Mr. W. H. Wells, Super¬ 
intendent of Public Schools for Chicago, for 1860, gives some interesting par¬ 
ticulars of simple exercises which have been attempted in that city. 

There would be but little difficulty experienced in selecting movements and 
gymnastics suitable for the strength and ability of the classes of younger boys 
and girls under instruction, provided the method was established as an impera¬ 
tive duty which must be regularly put in practice, and that no lack of interest 
on the part of teachers, or laziness of the pupils would be accepted as an ex¬ 
cuse for non-compliance with the regulation. We trust if Physical Training is 
carried out in our system of education, that a carefully prepared Manual of all 
kinds of exercises, embracing the military drill, will be compiled for the use of 
schools; in a word, a text-book to which our teachers can turn with confidence 
to find exercises suitable for all classes of pupils. 

From the Girls and Primary, we pass to the Boys Grammar departments, for 


* Such a Manual will soon be published by J B Lippiucott & Co Philadelphia. 



PHYSICAL AND MILITARY EXERCISES. 


21 


which we propose military exercises, as being the most economical and advan¬ 
tageous for public schools; for tactics manoeuvre large bodies in a small space, 
in an orderly manner, whereas gymnasiums are too expensive, and can not be 
made large enough to accommodate many scholars at once. This opens to us 
our most difficult, but at the same time most useful, field for prompt and ener¬ 
getic action. 

Suppose we take for an example one of our large cities. The lower and 
female departments having simple physical exercises in use, it is wished to intro¬ 
duce military exei’cises into the grammar schools. Let us see how simply it 
can be organized, and how far it is possible to extend these studies if desired. 

The following interesting letter from the Mayor of Bangor, will show the 
movement in that city, an example well worthy of being imitated. 

City of Bangor, 

Mayor’s Office, Dec. 21st, 1861. 

Dear Sir: —In reply to yours of the 19th inst., I would say that, upon my 
recommendation, through a communication I made to our City Council, on the 
first Monday of the present month, an Order was passed directing the military 
drill to be introduced into a portion of the Public Schools of this city. 

I lied given the subject some thought and investigation, and was prepared to 
recommend the adoption of the drill for the physical training, no less than for 
the military instruction it might impart. The prevalent idea that education 
consists in training the intellect only, is gradually becoming superseded by the 
more rational theory that true education consists in training the moral and 
physical, no less than the intellectual faculties. 

For the physical training of boys, I think the military drill has much to 
recommend it besides the military instruction it imparts. It will tend to give 
them a better command of their muscles, and impart a manly gait and bearing. 
It will also, if properly conducted, teach them self-control, and give them true 
ideas of order, discipline, and subordination, and whilst it will relieve them 
from the monotony of their ordinary studies will, by a grateful change, enable 
them to return to them with renewed interest. 

We are entering upon the new experiment with caution, and have commenced 
by devoting an hour, twice a week, to the drill. We began in the school 
rooms, but found, after a few lessons, that the space these afforded was too 
small, and for the present shall use the large Gymnasium Hall. In summer, the 
grounds in connection with our school houses may be found well adapted for 
the purpose. 

The boys, with scarcely an exception, manifest much interest in their drills, 
and receive the instruction much more readily than men. Two or three of our 
public spirited citizens, well qualified for instructors, have generously consented 
to devote the necessary time for drilling the boys, for the present winter, with¬ 
out compensation. 

Some of our teachers are also disposed to qualify themselves for drill masters, 
and we are thus enabled to try the experiment without much expense. 

I have had no communication with Gov. Washburn in relation to this subject, 
and was quite unaware of your interest in the matter. I however noticed the 
article in regard to it in the Evening Post of Nov. 8th, and was gratified with 
the important facts which it contained. I shall be glad to receive any further 




22 


PHYSICAL AND MILITARY EXERCISES 


communication you may make to the public ou tins important subject, anti 
should you wish, will be pleased to communicate to you the further progress ol 
our experiments. 

Yours respectfully, 

ISAIAH STETSON, Mayor. 

Edward L. Molineux, Esq., New York. 

To establish thoroughly and economically this military culture, the Board of 
Education should appoint some competent person as Chief of the Staff to organ¬ 
ize and carry out a system of instruction and drill; he to have under him two 
or three assistant instructors of experience, under whose guidance a teacher, or 
teachers from each school , should be fully instructed in the tactics, so as to 
be able to superintend the drill of the boys, which should always take place 
during school hours, and thereby form a recreation from mental study, and not 
encroach upon their play time. These are the only persons connected with 
the department beyond the scholars themselves, as it should be managed on 
the principle of obtaining the whole working force of the military organization 
from among the pupils. 

The grammar department of each school should be formed into a company, or 
where the size of the school rendered it necessary, two companies: the officers 
to be selected from the most deserving and competent boys. 

The officers thus selected to be instructed theoretically and practically by 
extra drills, in their respective duties. This would not occupy much time, and 
any boy objecting to devote this time would not be worthy of holding his posi¬ 
tion, and should be replaced by some one more deserving. Every school should 
possess within its limits space for a parade ground and for a few simple fix¬ 
tures for gymnastic exercises. In stormy weather the exercises could be car¬ 
ried on indoors; for the drill possesses the advantage of affording exercise to a 
great number in a small speae without disturbance and noise. 

No uniform would be required, and the only expense would be the loan or 
purchase of 500 or 1000 short muskets, which could be used in turn at the dif¬ 
ferent schools for drill or parade. A simple musket can be manufactured very 
cheaply, which will answer for all purposes. 

The care and cleaning of the arms, the escorting and carrying them from 
school to school, or point to point, as required, should be the military duty of the 
pupils; thus expense will be saved, and the duty of prudent soldiers to take 
care of their equipments and doing their own work inculcated. 

These different school drills, always in charge of the teachers, should be visited 
in turn by the instructors, who would exercise a close and careful supervision 
over them. 

Every ten companies or schools should be formed into a regiment, officered by 
those selected as the most capable, and who had passed the necessary exami¬ 
nation. 

Occasionally on Saturdays the regiments, in rotation, should be exercised by 
the instructors, in battalion movements, field manoeuvres, skirmish drills, camp 
duties, &c. These Saturday exercises should not be compulsory, but would be 
eagerly looked for by the boys as an amusement. 

In the proper seasons they could be marched to the suburbs for their exer¬ 
cises, and thus a pleasant holiday, with healthy amusements, be given them un- 


* 


PHYSICAL AND MILITARY EXERCISES. 


2o 


der proper guidance. Any father will appreciate the advantages of such exer¬ 
cises and enjoyment to his boys. 

In the summer season it should be found out which of the boys could not . 
v swim, and had no parents able to teach them. All such should be classed 
together, and means taken to instruct them in this most requisite art. 

If found desirable to teach them to move together in large manses, (in which 
our militia are certainly deficient,) it can be accomplished by organizing two, 
three, or more regiments, into a brigade, to be commanded by the chief in¬ 
structor, he selecting for his staff the most intelligent of the scholars who could 
relieve him of much of the labor which the systematic working of this large 
military department would render necessary. Thus those assigned to the staff 
would be learning the technicalities of the department and the duties of aids, 
secretaries, &c. 

These staff officers, and any other of the pupils who showed a decided talent, 
should be assisted in acquiring knowledge in the military science by means of 
lectures, &c., from the chief instructor. An orderly system once organized, 
with the incentive to improvement by promotion for correct deportment, and 
of military disgrace for ungentlemanly and unsoldierly conduct, would soon 
render this military instruction of great assistance to teachers in the schools. 
Let the boys understand that disobedience or improper behavior debarred them 
from military honors and the whole tone of their conduct would be improved. 

Of the exigencies of this war, if complicated by foreign interference, it is 
impossible to foresee, but every one is aware of the importance of early train¬ 
ing upon the destinies of nations, and but few will deny the value of a well- 
trained battalion of selected elder boys, in case of invasion or trouble, by their 
relieving the fatigue of regular troops in mounting guard at the least exposed 
positions, at the camps, on baggage, or for convoys; likewise to act as drill- 
masters for the recruits. 

The above plan, which was submitted to several Boards of Education last 
fall, was offered as being the best adapted for immediate use, and is therefore 
provided for the instruction of the teachers. If, however, the Normal Schools 
and Colleges would provide systematically for this instruction, it would be far 
better as they are the proper fields for permanent benefit, as each graduate would 
there become fully prepared to instruct in these exercises in the public schools. 

The views of the lion. Joseph White, of Massachusetts, respecting military 
studies in colleges, arc well worth noting. He says, “let the drill be regular and 
compulsory, taking the place of the very irregular and insufficient physical 
exercises now taken, and our colleges would be vastly improved in their educa¬ 
tional power, and the commonwealth would in a short time hava a numerous 
body of educated men well skilled in the military science and art, who will 
become teachers in our lower grades of schools and in our military com¬ 
panies and associations, and be competent when the alarm is sounded, to lead 
our citizen soldiers to the field.” New Jersey has just offered a noble example 
by making an appropriation for military instruction in her State Normal School. 

But we must look at the practical working of physical and military training 
in small district schools. Of necessity they are far behind, in intellectual cul¬ 
ture, those in the cities, and owing to the small and uncertain attendance, phys¬ 
ical and military drill would also have to be simplified. The duties of a country 


24 


PHYSICAL AND MILITARY EXERCISES. 


life are such as not to render these exercises so necessary on the score of health, 
nor are the pupils 'wearied by such constant application to study. But Low 
beneficial it would be in smoothing the rough, clownish manners of the country 
pupil by teaching him the position of a soldier , and correct walking. In respect 
to this, it should be the duty of the trustees to see that the drill was taught as 
far as practicable to the boys (calisthenics to the girls) by the teacher himself, 
who, if he were not already instructed from a Normal School, would find but 
little difficulty in mastering the details of tactics sufficiently for his purposes. 
With as small a number as twelve boys, company and skirmish drills could be 
taught; the latter is admirably suited for country schools, and would be a de¬ 
light to the boys. If near the water they should be taught to swim. 

It is thus we would teach our public school boys when they reach a certain 
age, to act together as citizen soldiers and be prepared when called upon, to do 
yeomen service in the country ; to make it their pride as well as their duty, to 
defend the Country and State which so liberally educates them, let us culti¬ 
vate in them a lofty and noble patriotism, which shall have its effect upon future 
generations, for it is upon these qualities, their intelligence and enterprise, aided 
by physical strength and health, that the Future of our country depends. 

Although a course of military training in the public schools would soon fur¬ 
nish our State with an intelligent class of soldiers and line officers, yet the art 
of war in many of its branches, such as artillery, engineering, kc., requires a 
scientific education, which can not be given in a private institution. Our col¬ 
leges undoubtedly could, to a certain degree, supply this want. New York city 
possesses in its Free Academy a college which needs but the addition of two or 
three professorships to carry out in part this requirement, yet a State Military 
and Scientific College seems a necessity to which early attention should be given, 
but to prevent its becoming a tax upon the State, it should be managed some¬ 
what upon the plan of the Polytechnic of France, namely, that pupils at large 
may be admitted upon passing an examination and paying the annual fee. 

Offer inducements in the way of superior education and careful training, and 
sufficient income would be received from the paying scholars to cover the 
expense to the State. Thus, from this college, might annually graduate men 
educated for the most scientific and skillful pursuits of life, and who, in time oi 
war, would richly repay the State for the care devoted to their culture. 

As an incentive to the public-school boys, several of the most deserving 
should annually be sent to this college by the State, and to the National Military 
and Naval Academies. 

There is yet another important matter to be considered in physical exercises 
for public education, more particularly in sea ports, viz., Naval Training. 

A late report of the Shipmaster’s Association has shown us that the reputa¬ 
tion of our American vessels is deteriorating so rapidly, that unless something 
is done, quickly and effectually, to provide a remedy, foreign vessels will super¬ 
sede ours in freighting. The necessities of our navy are too well known to 
need notice here, and surely these evils which assail the country at this trying 
moment of peril, should arrest attention. 

In large seaboard cities the naval training school, which has worked so 
advantageously in England and Belgium, could be established very economi¬ 
cally by the fitting up of some hall, at a slight expense, with spars, sails, &c. 
Here of an evening , lectures and classes for instruction in navigation and sea- 


PHYSICAL AND MILITARY EXERCISES. 


25 


manship could be formed. This would be the means of improving our sailors 
and oi forming useful citizens from those who now idle away their time around 
the streets and docks. The expense would be but light, and the advantages 
obvious to our merchant marine and navy. This would soon improve our class 
of sailors and officers, reduce the rate of insurance upon American vessels, 
and relieve us from the stain which is being cast upon us as a commercial and 
naval power. 

The evening schools of New York city cost $73,000 per annum ; a small per 
centage of this sum would place in successful operation an evening nautical 
school, which would enable, in less than three months, American sailor boys to 
acquire sufficient knowledge of navigation to aspire to the quarter deck. The 
handling of heavy guns and the principles of naval gunnery could also be 
taught. If a war with Great Britain breaks out, arc we to be found slum¬ 
bering in this respect, and must ive wait for the first gun before taking active 
measures! 

We are a peace-loving and domestic people, and we have indulged in the 
delusive fancy that peace was to shine over us forever, until rudely awakened 
from our dreams by a formidable attack at the very foundation of our nation¬ 
ality. Every family circle is represented in that mighty army which is battling 
for the Union, and we know that much of the suffering caused to our brothers 
by this new and unexpected calling, is due to the defects of their physical 
education, and to the want of a sufficient number of well trained officers. 
But the war is.upon us and we must meet it as may best become a free nation 
and be better prepared for the future. 

It is the proud boast of England that in time of war she is “ Ready, aye 
Ready,” but a much prouder and nobler cry for us would be, the prompt 
“ Here ” at the roll-call of our militia when summoned, like the minute men of 
the Revolution, to the defense of the country. We want no large standing 
army. In times of peace let our merchants, artisans, farmers, and mechanics, 
enrich and develop the resources of the country. It needs their industry and 
will amply repay their toil. But let them be trained and educated from school¬ 
days to their military duties, and at the first note of war let that response of 
“Here” come cheerfully from our rich prairie landg, from our counting-houses, 
from our machine shops, from the decks of far off vessels and from our public 
schools,—one mighty cry of power and self-reliance from a noble militia, 
possessing a thorough knowledge of its duties ; intelligent and earnest in the 
right; patriotic and strong in its devotion to freedom. 

A few words to those who fear the tendency of these exercises to instil a 
warlike and blood-thirsty spirit, and we will close. To them we say, we would 
emulate the ancients only so far as we can obtain from them some of their 
earlier and nobler traits of patriotism, courage, strength, endurance, and health. 
Let us picture* what effect this training would have upon individual character. 

Let us take, the example of a young lad, entering the public school in the 
primary department, with perhaps a sickly, indolent disposition, and somewhat 
careless and' slovenly in his appearance. 

We know very w r e!l from the present system of studies, that his mind will be 
well oared for, and therefore pas^ to the effect ol the physical training upon him. 

The first lesson then is to stand in an erect and commanding attitude, with 
his chest well expanded then his careless, slouching steps, with hanging head. 


2G 


PHYSICAL AND MILITARY EXERCISES. 


are soon changed to the brisk, smart walk of a young gentleman. Calisthenics 
and exercises proportionate to his strength, and tending to develop his limbs 
very soon improve his health and impart a youthful vigor and energetic purpose 
to his motions, which are so much to be admired in young lads and give such 
rich promise of the future manhood. lie soon learns exact and unhesitating 
obedience, and is taught by precept and example, that no small advantage in 
appearance is to be derived from a clean face and well brushed clothes. Is it to 
v be denied that he thus learns habits of order, activity and cleanliness, which 
will be invaluable to him in after years ? 

But his greatest ambition, the goal of all his hopes,—the reward for which he 
studies diligently, is active and neat in his deportment, docile and obedient to 
his'teachcrs,—is to be promoted to the grammar department or higher classes, 
where the boys have military exercises. lie looks with longing eyes at their 
neat, orderly ranks, as they form for drill or parade; their brightly polished 
shoes, neatly brushed clothes and well kept arms. All this is something to look 
forward to, and when he has accomplished it, has he not to strive by activity to 
win his grade and by self-control and obedience prove himself deserving to com¬ 
mand others? Manhood, when it arrives, finds him bright, active, self-reliant 
and ready to become a public spirited member of society. 

Let the necessity of military exercises be placed before the boy in a patriotic 
light and it will induce him not only to take greater care in the execution, but 
likewise implant a still greater love of country from the very knowledge that 
some day he may be of use to her,—of use to her in the pulpit, in the legisla¬ 
tive forum, in the busy pursuits of industry and the various walks of life. And 
if the necessity again calls for action, or if the present war is of long duration 
and tests the strength and perseverance of our national character, let us not 
shrink from the ordeal, but with a firm reliance upon an Almighty God and a 
righteous cause, let us go forth in this good fight, we of this generation and 
our children, and faithfully discharge the duties of Christian soldiers in defense 
of truth, justice, and our country. 


THE 


Smuifait Journal of <$iurafion. 


No. XXYI.—MARCH, 1862. 


CONTENTS. 

Page. 

Portrait of Matthew Vassar,. 1 

I. What is Education? Defined by English Authorities,. 1] 

Whewell—Skakspenre, .. } j 

Ascham—Bacon—Milton—Wotton—Bolingbroke. 12 

Hooker—Barrow—South—Short,. 13 

Hobbs—Locke—Pope,. 14 

Johnson—Paley—Hamilton,. 15 

Addison—Harris—Butler—Clulow,. 10 

Parr—Burke—Ramsden,. 17 

Whately—Helps—Grote,. 18 

Cox—Ruskin,. 19 

Lalor— Austin,. 20 

II. Conversations on Objects—A Practical Course of Elementary Instruction and 

Mental Development,. 21 

I. Exercises in Perception,. 21 

1. Names of Objects—Parts, Matter and Color,... 21 

2. Number; Ball-Frame,. 24 

3. Fractional Numbers, and Apparatus,. 25 

4. Forms; Geometrical Solids; Architectural Games,. 27 

II. Exercises in Observation,. 28 

1. Properties, Comparisons, and Classifications of Objects. 28 

2. Incidental Investigations of Objects,. 30 

3. Gradation of Lessons,. 32 

III. Exercises in Reflection,. 33 

1. Size, Weight, Durability of Things,. 33 

2. Physical Geography—Geographical Box,. 35 

3. Political Geography,. 38 

4. History tmd Chronology,. 41 

5. Excursions in the Country,. 43 

6. Natural History, Mineralogy, and Geology, Botany, Zoology,. 45 

7. Natural Philosophy, Chemistry, Physiology, and Mental Philosophy,. 49 

III. Matthew Vassar and Vassar Female College,. 53 

Portrait,. 1 

Memoir. 53 

Plan of Founding a College,. 54 

Statement of Mr. Vassar to the Trustees of Vassar College,. 55 

Amount of Securities transferred,. 56 

IV. The Schoolmaster. By Roger Ascham,. 57 

Book I. The Bringing up of Youth,... 57 

General Manner and Temper required. 57 

The aim of all Good Culture,. 57 

Quick Wits, and Slow, compared. 58 

Deleterious Influence of excessive attention to Music,. 59 














































6 


CONTEXTS, NO. XXVI.-NEW SERIES, NO. 


The Special Marks of Promise in a Child,.. 

1. Sound and comely Physique,. 

2. Good Memory. 

3. Love of Learning. ; .,. 

4. Eagerness to Labor,. . 

5. Readiness to receive from another,... 

6. Boldness to ask for Knowledge,. 

7. Love of Praise for well-doing,. 

Motives to Study—Pleasure, and not Pain,. 

Interview with Lady Jane Grey at Brodegate,. 

Discipline and Obedience to be enforced kindly but firmly,. 

Dangers from excessive License allowed to Young Men,. 

Bad Example of the Nobility,. 

Effects of Good Education of Youth illustrated in History of Athens,. 

Learning by Book and at School, compared with Life,. . 

Exercise and Pastimes to be allowed,. 

Influence of Good Example,. 

Foreign Travel except under good guardianship discouraged,. 

Book II. The Ready Way to the Latin Tongue,. 

• Common mode of Learning Latin by Rules of Grammar discarded,. 

Oral and Explanatory Method preferred,.'.... ... . 

Double Translating from Latin into English and English into Latin,. 

Pupils to be Aided and Encouraged, and not left in doubt, &,c.,. 

Trying to speak Latin a questionable exercise,. . 

Discrimination of Parts of Speech, &c.,. 

The Diligent and Speedy Rending of the best Authors,. 

Six ways for the Learning of Tongues and Increase of Eloquence,. 

1. Translations,. 

2. Paraphrase,. 

3. Metaphrasis,... 

4. Epitome.. 

V. Miskry and Crime, as affected by Instruction in School,. 

Causes of Misery and Crime,. 

Idleness, Intemperance, and Improvidence,. . 

Extravagance, Dishonesty, &c.,. 

Specimen Lessons in Industry, Economy, &c.,.. 

Objections to this kind of Teaching answered,. 

VI. Gideon Hawley,. 

Memoir,. 

Services to the Common Schools of the State of New York,. 

VII. Greek Views on Education,. 

Extracts from “A Discourse touching the Nurture of Children.” By Plutarch,. 

1. Parentage,. . 

2. Conditions for the highest Success in Education,,. 

3. Power of Education and Custom,... 

4. Nursery and Nurses,. 

5. Choice of Teachers,.. 

6. Results of Bad Teaching,. 

7. Benefits of Good Teaching,...■..... 

8. The kind of Knowledge to he gained,. 

9. Power and Habit of Public Speaking,. 

10. Philosophy the Chief Thing,.. 

11. Physical Education and Training,.. 

12. Motives to Study,. 

13. Parental Cooperation,. 

14. Memory,. 

15. Morals and Manners,. 

16. Parental Care to be extended beyond the period of Childhood,. 

17. Power of Parental Example,. 

Education should he universal,. 


Page. 
. 61 
. Cl 
. 61 
. 61 
. 62 
. 62 
. 62 
. 62 
. 62 
. 63 
. 64 

. 65 
65 

. 66 

67 

68 

69 

70 
70 
70 

70 

71 

71 

72 

72 

73 

74 
74 

74 

75 

76 

77 
77 
82 
84 
89 
92 
94 
94 
97 
99 
99 
99 
99 

100 

100 

101 

102 

103 

103 

104 

104 

105 
105 

105 

106 
106 
108 

109 

110 






























































CONTENTS, NO. XXVI.—NEW SERIES, NO. 1. 7 

Fage. 

V111. Roman Views on Education, .. Ill 

Extracts from Quintillian’s “Education of the Orator,”. ill 

1. Parents should be hopeful,. Ill 

2. Nurses,. 11 j 

3. Parents,. Ill 

4. Paedugogi,. Ill 

5. Instruction to be begun early, made ugreeuble, and given by the best Teachers,.. Ill 

6 . Learning the Alphabet,. 112 

7. Penmanship,. 113 

8 . Rending, Composition, Definitions, Pronunciation,. 1J3 

9. Public Schools and Family Tuition compared. 114 

10. Disposition and Abilities of Pupils to be ascertained,. 1J8 

11. Management to be varied with different Pupils,. .... J18 

12. Relaxation and Play,. 118 

13. Corporal Punishment,. 119 

14. Grammar,. 119 

15. Rending. 120 

1C. Composition,. 122 

17. Music,. 123 

18. Geometry,. 126 

19. Choice of a Teacher in reference to Higher Studies. 128 

20. Studies to be adapted to Peculiarities of Genius,. 131 

21. Duties of Pupils to Teachers,. 132 

22. Much and Intense Study safe when varied,. 132 

IX. System ok National Schools in Ireland,. 133 

Varied Educational Experience,. 133 

Efforts of English Government to establish Protestant Schools for a Catholic People, 134 

Parliamentary Commissions of Inquiry... 135 

Board of National Education,.:. 136 

Results—1. National System as to Creed and Politics,. 137 

2. Professional Training of Teachers,. 138 

3. Schools of different grades,. 143 

4. School-houses,. 147 

5. Cheap and uniform Text-Books,. 147 

6 . Inspection,. 147 

7. Liberal Appropriations,. 148 

Testimony as to Success in 1859,. 150 

X. Instruction in the German Language,. 155 

Preface on the Peculiarities and Difficulties of the Subject,. 155 

First Book. History of German Grammar in reference to the treatment of the 

German Language in the Schools, since the end of the Fifteenth Century. 159 

I. Sixteenth Century,. 159 

Latin and German about A. I). 1500,... 159 

Ebrardt’s “ Method of Latinity,”.. 160 

“Juvenile Exercises on Donatus,” &.e.,. 161 

• Aventinus’ “New Rudimentary Grammar,”. 163 

German Orthographers,. 164 

Fubiun Frangk,. 164 

XI. I .egal Provision for the Professional Education of Teachers in Prussia,. 165 

Law of 1819. 165 

Testimony of Mr. Kay as to the Practical Operations of the Law,. 1(59 

Social Condition—Educational Advantages,. 170 

Teachers respected as Public Officers,. 174 

Intellectual Training, &c.,. 186 

XII. The Earliest Plan of an Agricultural College in England. 191 

• Ilartlib’s “ Propositions for erecting a Colledge of Husbandry in 1651,”. 191 

Epistle to the Reader,. 191 

Propositions for the Advancement of Husbandry and Learning. J92 

Plan for erecting a Colledge,. 191 























































8 


CONTENTS, NO. XXVI—NEW SERIES, NO. I. 


Page. 

XIII. Plan of a Trade or Industrial School in Enoland. By W. P., in 1G47,. 1‘J'J 

Necessity of ;m “ Office of Common Address,”. EM 

IIow to get the right sort of Teachers,. E*!) 

Plan for a Literary Workshop,... 200 

College of Tradesmen,. ~U3 

College of Health,. 

History of Arts and Manufactures,. 200 

History of Nature. 208 

XIV. Polytechnic School of Baden, at Carlsruiik. 200 

Genernl School Course,. 200 

Special Courses,... 200 

1. Engineering Course,. 209 

2. Architectural Course,. 209 

3. Higher Technical School for Practical Chemists, Machinists, &.C.,. 210 

4. Forestry School,. 210 

5. Commercial School—Commerce, Postal Service,. 210 

XV. Swiss Federal Polytechnic School at Zurich,. 211 

Subjects of Instruction—classified by Schools,. 211 

1. School of Architecture,. 211 

2. School of Civil Engineering,. 211 

3. School of Industrial Mechanics,. 213 

4. School of Industrial Chemistry,. 213 

5. School of Forestry,. 214 

G. School of Philosophical and Political Science,. 214 

Apparatus, Cabinets for Instruction, Methods, &c.,... 216 

XVI. Mark Hopkins,. 219 

Portrait,. 219 

Memoir,. 219 

List of Publications,. 224 

Extrncts—Education,. 223 

Chief Excellencies of a Teacher,. 226 

Female Education,... . 226 

Education in connection with Nature and Religion,.... . 227 

Academies,. 227 

Medical Science,. 228 

Theological Education,... 22.) 

Objections to Colleges,. 229 

Emotions of Taste Modified by our Views of God,. 231 

Note. Genenlogy of the Hopkin’s Family. 232 

XVII. System of Public Instruction in the Grand Duchy of Baden,. 233 

Classical Schools,. 233 

Plan of Study,. 237 

Real Schools,. 247 

Plan of Study,. 248 

Burgher Schools,. 248 

Plan of Study,. 249 

Higher Institutions for Girls. 250 

Orphan Asylums,. 051 

Rescue Institutions,. 25] 

Institutions for Deaf Mutes and the Blind,. 252 

XVIII. Guizot’s Ministry ok Public Instruction in France. 254 

1. Primary Instruction,. 254 

Popularity of the Department,. 255 

Historical development. 257 

Report of Talleyrand, Condorcet, Daunou,. 258 

Action of Napoleon,. 259 

The Charter,. 260 

Ministry of Guizot from 1832 to 1837,. 261 

Bill for Public Elementary Instruction,.267 





























































CONTENTS, NO. XXVI.—NEW SERIES, NO. I. 


9 


Paoe. 

Fifteen yenrs’ trial,. 276 

Circular to Tenchers—drawn up by M. tie Remusut,. ... 278 

English Testimony to Success of Guizot’s Labors,. 280 

XIX. Rhode Island State Normal School,. 282 

1. Preliminary Measures,..282 

2. Professorship of Didactics in Brown University,. 284 

3. Private Normal School at Providence,. 286 

4. Rhode Island Normal School at Bristol,. 287 

XX. Dana P. Colburn,. 28!) 

Portrait,. 28!) 

Memoir,.«.... 2'-!) 

XXI. Public Schools and other Educational Institutions in Connecticut,. 365 

I. Elementary Schools,. 305 

A. Public or Common Schools,. 305 

1. Authority and Duty to Educate Children and Establish Schools,. 306 

The State,. 306 

Parents, Guardians and Employers,. 306 

Towns,. 306 

School District,..... 306 

2. Officers churged with the Administration of the System,. 307 

Number and Designation,. 3<>7 

Duties,. 308 

Compensation,. 306 

3. Funds and Taxation for the Support of Schools,. 309 

State School Fund,. 309 

Town Deposit Fund,. 309 

Local Endowments and Funds,. 3JII 

State Taxation,. 316 

Town,... 310 

District,.*_310 

4. Internal Economy of the Common Schools,. ... 310 

Power of Regulation, respecting Books, left with Town Visitors,...... 310 

Examination and Authorization of Teachers,...310 

School-houses... 310 

Gradation of Schools,. 311 

Attendance,.. . 311 

Sessions,. 311 

Course of Instruction,. 311 

5. Institutions and Agencies in Aid of Common Schools,. 312 

State Normal School,. 312 

Teachers’ Institutes,... 312 

State Teachers’ Associations,... 312 

Common School Journal,. 312 

School Libraries and Apparatus,. 312 

XXII. Educational Movements and Intelligence,. 313 

Physical Training. 313 

Military Schools and Education,. 313 

Contents of Volume devoted to,. 314 

The Polytechnic School of France,. 316 

Contents of Volume devoted to,. 316 




















































BARNARD'S AMERICAN JOURNAL OF EDUCATION. 


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